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Do instructor moderations and peer review promote critical thinking or problem solving?: A case study in an online graduate course
PROCEEDINGS

, , Wayne State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This session will report a case study, which investigated instructor moderation and peer reviews on their impacts on problem solving and critical thinking in aon online graduate course in the USA. Multiple data sets were collected from online observation, online discourse, participants' written reflections,and student's learning artifacts, and analyzed and triangulated with multiple raters and other techniques to ensure trustworthiness.

Citation

Zhang, K. & Toker, S. (2008). Do instructor moderations and peer review promote critical thinking or problem solving?: A case study in an online graduate course. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 3343-3348). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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